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Why Are Certain Accents Judged the Way They Are? Decoding Qualitative Patterns of Accent Bias

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Why Are Certain Accents Judged the Way They Are? Decoding Qualitative Patterns of Accent Bias Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au Why are Certain Accents Judged the Way they are? Decoding Qualitative Patterns of Accent Bias Amee P. Shah* School of Health Sciences, Stockton University, United States Corresponding Author: Amee P. Shah, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history While it is well-established that listeners judge accents different from their own, and that this Received: February 13, 2019 listener bias has pervasive consequences to the speakers, we have only offered a cursory attention Accepted: May 11, 2019 to understand the nature of this accent bias. This paper explores listeners’ judgments, ratings, Published: June 30, 2019 and qualitative comments associated with psychosocial, personality and behavioral attributes Volume: 10 Issue: 3 of seven accents. Fifty-five respondents evaluated six different attributes of seven regional Advance access: May 2019 and foreign accents on a Likert scale. Means, Standard Deviations, and statistical significance of the difference in the respondent ratings from the Midwestern standard were computed, as well as qualitative analyses of the judgments were conducted. Results showed that perceptual Conflicts of interest: None biases for many attributes of the regional and foreign accents were significant at the 95% level. Funding: None Results also showed that the accent recognition was consistent across a group of people from the same region, and the identification of the region of the accent was largely accurate. Qualitative analyses revealed that the underlying bases of listener judgments are typically borne out of the Key words: influence of media, TV, and movies. Besides character traits, the listeners also frequently inferred Accent, occupations/professions from the accents. Accent judgments are not reserved for foreign accents Stereotypes, alone; regional accents are also subject to judgments and stereotypes. Findings provide important Listener Bias, insights for clinicians and teachers working in the area of accent interventions, specifically in Accent Ratings, improving understanding about how listeners judge accents and how those messages need to be Listener Judgment, addressed in developing awareness and empowerment for clients in accent interventions. Other Qualitative Judgments, implications in the field of speech language pathology, education, social science, communication Accent Modification and business are also discussed. INTRODUCTION list a few reported issues (Baugh 2000; Segrest Purkiss et al. Speakers with different first language (L1s) speaking En- 2006; Deshields et al., 1996; Hill and Tombs, 2011; Jirwe glish, or those from different geographical regions have et al., 2010; Kalin, 1982; Divi et al., 2007; Wyld, 2007; Dix- discernible foreign or regional accents that determine their on & Mahoney, 2004). The implications and applications of regional, geographical, linguistic, and/or ethnic identity. De- listener bias have been studied and published on in many pending on their own language and regional background, lis- disciplines. There is a theoretical interest, such as in fields of teners have been found infer speakers’ traits based on their sociology, psychology, linguistics. There is also an applied preconceived judgments and opinions of those accents, for interest, such as applied fields dealing with communication example judging the speakers on attributes of intelligence, related to customer service, sales, advertising and marketing, competence, attractiveness, trustworthiness and so on (see law and order, medical care provision, teaching and learning comprehensive review in Giles & Coupland, 1991); The im- and so on (e.g., Baugh 2000; Segrest Purkiss et al. 2006; pact of these listener biases and judgments are significant and Deshields et al., 1996; Hills and Tombs, 2011; Lee, 1997). pervasive to speakers’ vocational, social, economic, academ- However, fields dealing with service providers helping peo- ic, emotional status. For example, individuals experience ple with their accents, e.g., SLP or ESL have not attempt- discrimination in obtaining housing, employment, or other ed to address or discuss the phenomenon of listener bias in basic needs; experience poor job performance evaluations the training and service provided to the people with accents. and competence, poor customer service experience, patient The available literature focuses mainly on helping the safety and patient experience concerns with difficulty under- speakers improve their speech patterns (e.g., Shah, 2010 standing the accents and communication of their physicans a; Shah, 2010 b; Shah, 2012 a; Behrman, 2014, 2017; and other care providers, linguistic profiling and judgments Ojakangas 2013; Lam & Tjaden, 2013), but there is not of criminality in law based on accents, difficulty learning as much information on helping speakers become aware students in classes with instructors with strong accents, to of these biases (Burda, 2006; Ovalle & Chakraborty, Published by Australian International Academic Centre PTY.LTD. Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/) http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.128 Why are Certain Accents Judged the Way they are? Decoding Qualitative Patterns of Accent Bias 129 2013) or train them to manage these biases as part of the and in the community. Participants were volunteers with service provision (Shah, 2012b; Chakraborty, R., 2017). general interest in the topic and received no compensation The inherent subjectivity in accent bias makes it difficult to for participation. All of the participants were Caucasian. The interpret in a reliable manner, especially given the degree participants were either Lorain County Community College of bias varying across the personal bias of the listener, their (LCCC) or Lake Erie College (LEC) students, or LCCC in- experiences, and the context. structors. Table 1 shows details of 44 respondents and 1848 Given how prevalent accent bias is, it is important to observations. Of the 44 respondents, 21 respondents were acknowledge and better understand the qualitative aspects men (47%) and 23 respondents were women (53%). One re- of listeners’ interpretation of speakers’ accent. For instance, spondent did not report age. Because the mean age of the why do listeners believe some accents are more intelligent population is close to 34, two different age categories were than others, more trustworthy than others, richer or poorer constructed. Respondents above 34 were placed in one cat- than others and so on. From a clinical or teaching standpoint, egory (44%), and the remaining respondents were placed in there is much value in being able to understand listener ex- the other category where ages of respondents either equal or periences, what shapes them, and what are they challenged are below 34 (58%). The sample also varied by where re- by as they listen to speakers with accents different from their spondents were born. Seven respondents did not report their own. The question also emerges whether the difficulty un- place of birth. The majority of the respondents (30 out of derstanding the speakers is what causes negative biases in 44) were born in Ohio, two were foreign-born (Germany and listeners, or whether the elements of the accents, or some Vietnam) and the remaining were born in other parts of US. other extrinsic, non-speaker related variables evoke the pos- The Ohio-born majority is expected, as the respondents were itive or negative biases. Understanding these nuances of the volunteers from the local area where the study was conduct- listener bias will help SLPs and ESL teachers become better ed (Cleveland, Ohio). The divide between men and women equipped to teach, counsel, or coach their clients in accent with respect to age and place of birth are shown in Table 1. interventions. Understanding the nuances of listener judg- There were 17 females and 13 males out of 30 Ohio born ments will also help other applied fields, such as customer respondents. There were similar number of men and women service, marketing, public relations and so on. in the above 34 as well as 34 or under categories. In light of the above context, the focus of this paper is on studying listener bias to clearly isolate what listeners Recording Procedure are judging and what that source of judgment may have been borne out of. By controlling for inter-speaker differ- Seven accents were recorded and used as listening stimuli in ences, we present samples to listeners that are representative this study: Brooklyn, Atlanta, London, Cleveland, Glasgow, of the accent, but do not have the confounding variable that Berlin, and Hispanic Tex-Mex, thus representing broad- affect the judgment of listeners. In other words, if listeners ly diverse regional and foreign accented groups, namely, were judging different accents across different speakers, New York, Southern, English, Midwest, Scottish, German, they may have been judging some based on variables of and Hispanic respectively. These 7 accents were recorded voice, tone, English fluency, pitch, or quality of voice, in- by a single speaker who was a trained actor, following the matched guise technique (Lambert et al., 1960), to control stead of accent, per se. Hence we employed a matched guise for indexical differences across speakers, and see how listen- technique of using the same speaker—an actor—and having her render all the accent recordings which
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